Physical Science DLL Q2W3 DEPEDD (5).doc
- 1. WEEKLY LEARNING PLAN Teacher/Constructor Grade 12 Learning Area Physical Science Quarter First Date/Week WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I. OBJECTIVES A. Content Standards The learners demonstrate understanding of: 1. Light as a wave and a particle B. Performance Standards The learners should be able to: 1. Design and create a useful product for practical purposes that uses mirrors and lenses. C. Learning Competencies/CODE Describe how the propagation of light, reflection, and refraction are explained by the wave model and the particle model of light S11/12PS-IVf-59 Describe how the propagation of light, reflection, and refraction are explained by the wave model and the particle model of light S11/12PS-IVf-59 Explain how the photon concept and the fact that the energy of a photon is directly proportional to its frequency can be used to explain why red light is used in photographic dark rooms, why we get easily sunburned in ultraviolet light but not in visible light, and how we see colors S11/12PS-IVf-61 Explain how the photon concept and the fact that the energy of a photon is directly proportional to its frequency can be used to explain why red light is used in photographic dark rooms, why we get easily sunburned in ultraviolet light but not in visible light, and how we see colors S11/12PS-IVf-61 D. Objectives 1. The learners will explain the wave and particle models of light. 1. The learners will explain the propagation of light using the wave and particle models. 1. The learners will explain how the photon theory of light accounts for atomic spectra 1. The learners will cite applications of the various frequencies of light including color perception a. Assess students’ performance. b. Display honesty in taking the test/quiz.
- 2. 2. The learners will describe reflection and refraction in terms of the wave and particle models of light. 2. The learners will relate the energy of a photon to its frequency c. Perform the assessment in an organized manner. II. CONTENT Propagation of Light Propagation of Light Photon Concept Dual Nature of Electrons III. LEARNING RESOURCES A. References 1. Teacher's guide pages Physical Science TG Physical Science TG Physical Science TG Physical Science TG 2. Learner's materials pages 3. Additional Materials from learning resource (LR portal) Other learning resources Google/Internet Google/Internet Google/Internet Google/Internet IV. PROCEDURES A. Reviewing previous lesson and presenting the new lesson The teacher will recall the trends between intermolecular forces and physical properties The teacher will review reflection and refraction in terms of the wave and particle models of light. The teacher will review the propagation of light using the wave and particle models The teacher will review how to relate the energy of a photon to its frequency 5 minutes 5 minutes 5 minutes 5 minutes B. Establishing a purpose for the lesson (MOTIVATION) The learners will identify which of the following is NOT evidence that light travels in straight lines. I. We can't see around corners The learners will identify which of the following describes how colors of light emerge through the prism according to Newton. The learners will arrange the following types of electromagnetic radiation in decreasing frequency: I. Infrared II. Ultraviolet III. Visible light IV. X-ray The learners will idenntify which property of a wave was observed in the behaviour of electrons in Davisson and Germer’s experiment using recrystallized nickel. The learners will be instructed on the type of assessment.
- 3. II. Upside-down images in pin-hole cameras III. The existence of shadows IV. Light reflects I. Upon passing through the slit on the edge of a prism, the tiny balls on the slit start to rotate, and this rotation causes a change in the speed of rotation of the neighboring balls and this change produces color. II. The light colors emerge when light particles change the speed of rotation of the tiny balls that compose the very fine substance where light travels on. III. The light colors emerge upon passing a prism due to the difference in the mass of the colors of light. IV. The difference in the inertia of the colors causes the difference of deflection of each which leads to their emergence upon passing a prism. a. I and II b. II and III c. III and IV d. II and IV A. infrared→ ultraviolet → visible light → x-ray B. X-ray → ultraviolet → visible light → infrared C. Visible light → infrared → ultraviolet →x-ray D. Infrared → visible light → ultraviolet → x-ray A. interference B. diffraction C. polarization D. reflection
- 4. 5 minutes 5 minutes 5 minutes 5 minutes C. Presenting examples/ or instances of new lesson (PRESENTATION OF THE LESSON) The learners will examine the contribution of Young’s experiment in understanding the nature of light. Activity 1: Dual Property of Light (A Wave and a Particle) The learners will analyze the pictures about an experiment showing a beam of monochromatic (single color) light being focused on a screen with two slits. Activity 1. “The Photo - Op!” The learners will identify the term related to the photon concept of light and its discovery. 1. The particles of light. ______________________ _2. The term used to describe the electrons knocked off from the metal. ______________________ _3. The emission of electrons when electromagnetic radiation, such as light, hits a material. ______________________ _4. He said that the beam of light must be thought as a stream of tiny energy packets of a certain amount of energy. ______________________ _5. The term first used to describe the tiny energy packets of a certain Activity 1: “Split Personality!” The learners will describe the dual nature of electrons. Assessment Proper
- 5. amount of energy D. Discussing new concepts and practicing new skills #1 The teacher will show anexperiments conducted to see how light produces such interferences and behaves like a wave. The learners will describe what happens to light rays in Fig. A and Fig. B. Complete the table with your observations. (Based on the previous observation) The teacher will discuss what is a black body. The learners will identify which of the following best describes the pattern that electrons produce on a screen when they pass through a double-slit barrier that exhibits their wave-like nature. A. a two-band pattern B. interference pattern of bright and dark fringes C. interference pattern of bright fringes D. interference pattern of dark fringes Checking and Evaluating Scores
- 6. 10 minutes 10 minutes 10 minutes 10 minutes F. Developing mastery/ Finding practical applications of concepts and skills in daily living / Making generalizations and abstractions about the lesson Activity 1: “Say My Name, Say My Name!” The learners will identify the term related to the wave properties of light and its propagation. The learners will use Snell’s law to solve for the angle of incidence of light rays in the given situation. Activity 2 “Bluer than Blue or Redder than Red?” The learners will compare electromagnetic waves by the energy they possess using the EM spectrum. 1. microwave vs. infrared 2. orange vs. yellow 3. white light vs. gamma rays 4. x – rays vs. UV light 5. microwave vs. radio waves 6. radio waves vs. visible light 7. green vs. orange 8. radio waves vs. UV light 9. UV vs. gamma rays 10. x – rays vs. gamma rays The learners will ccomplete each sentence by supplying the missing word by referring to the word box. The experimental set – up contains an ( 1 ) that bombards a beam of electrons against a heated single crystal of ( 2 ) placed inside a ( 3 ) chamber. The intensity of the scattered beam after hitting the nickel crystal was measured using a movable detector with an attached ( 4 ). Recording of Scores 15 minutes 15 minutes 15 minutes 15 minutes I. Evaluating learning The learners will identify which of the following is NOT TRUE about the nature of light. A. All electromagnetic waves are of the same frequency. The learners will answer the question below. The refractive index of medium A is 1.2, while that of medium B is 1.36. Through which medium does light travel faster and Activity 3: “Mix and Match!” The learners will identify the resulting color that will result from the combination of three primary colors of light. Activity 3: “Small but Terrible! The learners will match each description of practical uses of electrons in Column A to its field of application in Column B.
- 7. B. It is composed of electric and magnetic waves oscillating perpendicularly to each other. C. Light behaves as both a particle and a wave. D. Light is a form of gained energy released when matter is heated at what speed does it travel? 5 minutes 5 minutes 5 minutes 5 minutes J. Additional activities for application V. REMARKS